Using Online Class Preparedness Tools to Improve Student Performance: The Benefit of “All-In” Engagement

2020 ◽  
pp. 105256292096020
Author(s):  
Anthony Francescucci ◽  
Julie Kellershohn ◽  
Martin A. Pyle
Keyword(s):  
Field Study ◽  
Large Class ◽  
Student Performance ◽  
Student Perceptions ◽  
Student Needs ◽  
Key Stakeholders ◽  
Reading Technology ◽  
Improve Student Performance ◽  
Pedagogical Research ◽  
Practical Implications

Contemporary instructors face a growing paradox: pedagogical research espouses the benefits of interactive learning, yet, due to funding pressures, large class sizes challenge their ability to implement these practices. The present research investigates how digital solutions, specifically an online adaptive reading technology (OART), can mitigate these divergent forces. The OART is a self-paced software solution that mimics an offline textbook with functionality (e.g., quizzes, progress indicators) that adapts to student needs and facilitates class preparation in an interactive manner. Drawing on empirical evidence from a multiclass field study, the findings indicate that the technology improves student perceptions of engagement with the course and their academic performance. Notably, however, these benefits primarily arise when students take an “all-in” approach, and complete the material in its entirety, even when compared with students who completed most of the material. These findings offer both theoretical and practical implications for key stakeholders.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

2020 ◽  
pp. 009862832097989
Author(s):  
Roni M. Crumb ◽  
Ryan Hildebrandt ◽  
Tina M. Sutton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Incongruent Condition ◽  
Note Taking ◽  
Sole Purpose ◽  
State Dependent ◽  
Improve Student Performance ◽  
Teaching Implications

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

Refining Learned Repertoire for Percussion Instruments in an Elementary Setting

2006 ◽  
Vol 54 (3) ◽  
pp. 231-243 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Music Education ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Dependent Measure ◽  
Upper Elementary ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Rehearsal Strategies ◽  
Percussion Instruments ◽  
Improve Student Performance

The purpose of this study was to examine teaching effectiveness in an elementary music setting using student achievement as a dependent measure. Because Orff Schulwerk instruction is one of the most prevalent pedagogies in elementary music education, this study examined the rehearsal strategies of recognized Orff Schulwerk teachers as they worked to refine learned repertoire for percussion instruments. Eight instructors and their upper elementary students were videotaped in four regular rehearsals each. Systematic analyses of rehearsal frames in which teachers were working to improve student performance revealed fast teacher pacing and a predominance of instructional directives that were procedural (e.g., where to begin playing) rather than musical (e.g., how to perform more accurately or expressively). The majority of students' performance problems were related to precision, often caused by rushing the underlying pulse. Instructional targets were most often related to technique. Students successfully accomplished proximal goals in 63 % of the performance trials in which the targets were verbalized by the teacher prior to performance and in 74 % of the performance trials when the targets were verbalized by the teachers while students were playing. Students were most successful when teachers used clear, explicit directives and positive modeling.

Moving beyond traditional sponsorships: understanding the structure and dynamics of minority equity sponsorship agreements

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Furkan Amil Gur ◽  
Adrien Bouchet ◽  
Brian R. Walkup ◽  
Jonathan A. Jensen
Keyword(s):  
Conceptual Model ◽  
Design Methodology ◽  
Qualitative Methodology ◽  
Interview Data ◽  
European Market ◽  
Content Type ◽  
Structure And Dynamics ◽  
Key Stakeholders ◽  
Practical Implications

Purpose The purpose of this study is to understand the structure and dynamics of minority equity sponsorship agreements and the motivations for organizations to go beyond traditional sponsorships by acquiring minority equity in the sponsored organization. Design/methodology/approach This paper adopts a qualitative methodology and presents interview data from key actors involved in minority equity sponsorship agreements. Findings The findings of the paper include major characteristics of minority equity sponsorship agreements including the motivations, dynamics and resources exchanged by sponsoring firms and clubs in these relationships, based on the experiences of key actors from firms, clubs and other key stakeholders, and a conceptual model for forming and maintaining these relationships. Practical implications Sponsorships are increasingly evolving into minority equity sponsorship agreements, particularly in the European market. The findings of this study assist sponsoring firms and the executives of clubs in better understanding the dynamics and stakeholder-related consequences of these relations. Originality/value The findings of this paper illustrate the differences between minority equity sponsorship agreements and both traditional sponsorships and minority equity alliances. The findings also identify major characteristics of these relationships and the interdependencies among these characteristics.

Nine emerging student needs

2017 ◽  
Vol 25 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Andrew Hines ◽  
Alexandra Whittington
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Institutions Of Higher Education ◽  
Student Life ◽  
Student Needs ◽  
Content Type ◽  
World Cafe ◽  
The Future ◽  
The University ◽  
Practical Implications

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. The resulting scenarios were analyzed for their implications, including the use of the World Café technique, and ultimately led to the identification of nine emerging student needs. Findings Nine specific emerging needs of future students could be used strategically by institutions of higher education to guide and inform planning and to generate innovative ideas for university offerings. Specific examples of offerings that would meet the projected future needs are recommended. Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This piece explores student life in its totality as way to more accurately identify student needs in the future.

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

scholarly journals The Impact of Social Media & Messaging Application Utilization to the Learning Effectiveness (Higher Education Learning Effectiveness Through Social Media & Messaging Application)

2019 ◽  
Vol 9 (2) ◽  
pp. 2112-2116
Keyword(s):  
Social Media ◽  
Student Performance ◽  
Learning Process ◽  
Positive Impact ◽  
Research Result ◽  
Research Unit ◽  
Learning Effectiveness ◽  
Improve Student Performance ◽  
Media Messaging ◽  
The Impact

Indonesian internet users reached 143,26 Million in 2017, most of them used internet for accessing messaging and social media application. We argue that usage of messaging and social media can give positive impact to the learning process. Our research method using questionnaire to collect data, research conduct in Private University in Jakarta, and student as our research unit analysis. The second year’s research shows that optimization of social media application and messenger services to improve student performance can be done by knowing the most common social media application and messenger services that used by student, socialize the process to increase number of participation, utilization of features of the application, continuous improvement, and communication about method’s success story that can attracts lecturer and students to apply and keep improve the more effective method and learning process. This research result can be use by the lecturer or educator to improve education through social media application and messenger.

scholarly journals VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

2021 ◽  
Vol 13 (10) ◽  
pp. 255
Author(s):  
Julieta Noguez ◽  
Luis Neri ◽  
Víctor Robledo-Rella ◽  
Rosa María Guadalupe García-Castelán ◽  
Andres Gonzalez-Nucamendi ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Digital Literacy ◽  
Engineering Students ◽  
Meaningful Learning ◽  
Physics Concepts ◽  
Haptic Technology ◽  
Sense Of Touch ◽  
Haptic Environments

Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0

The effectiveness of workshop (cooperative learning) based seminars

2015 ◽  
Vol 23 (3) ◽  
pp. 293-312 ◽  
Author(s):  
Kevin Baird ◽  
Rahat Munir
Keyword(s):  
Cooperative Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Content Type ◽  
Alternative Teaching ◽  
Analytical Skills ◽  
Traditional Structure ◽  
Accounting Unit ◽  
Survey Results ◽  
Insight Into

Purpose – The purpose of this paper is to report on the effectiveness of a workshop (cooperative learning) based seminar approach in an undergraduate accounting subject. Design/methodology/approach – The effectiveness is assessed using a combination of student perceptions obtained in a survey of students enroled in a third-year elective accounting unit, and a comparison of student performance across semesters with alternative teaching structures. Findings – The survey results provide strong evidence that students perceive that seminar-based learning is effective in improving generic skills, including problem solving, critical thinking, and analytical skills. The findings also suggest that groups were generally successful, while many students found that the weekly case study assignments kept them engaged with the unit and provided them with an insight into real-world activities. The analysis of student performance provides further support for the effectiveness of this approach with the students subject to the seminar approach performing better in regard to the three types of assessments analysed. Practical implications – Academics should consider using the seminar-based approach to inculcate the skills required in the accounting profession. Originality/value – The study provides a unique insight into the success of a change in teaching structure from a traditional structure to a seminar-based workshop. The study examines both student perceptions and actual student performance.

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